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Principal and Teacher Evaluations
Can Heal …and they can also
hurt.
Susan Labadi
SusanLabadi.com
Teacher
&
Principal
Evaluations
• 87% of 600 Chicago public schools did
NOT give an Unsatisfactory rating of
teachers
• Yet, 10% of the schools were considered
Failures
• Only 0.3% were rated Unsatisfactory
while
• 93% of the 25,000 teachers rated
“Excellent” or “Superior” (Toth 2008)
•Use Student Growth
Indicators
•Measure Teachers’ Skills
• Value Added Measure-Compared
student learning between two points in
time
However, Marzano and Toth (2013)
found VAMS and teaching skill may not
correlate.
Therefore, they can be
inaccurate measures
of
1. Measure student growth in Multiple Ways
2. Data from Multiple Observations and Multiple
Evaluations
3. Evaluations should also include Planning Stage
before Teaching
4. Evaluations are to provide Accurate Distribution
of Abilities and Foster Teacher Development
5. The Evaluation Process should Enhance
Teachers’ Skills
6. Evaluations for Teachers and their Education
Leaders should Recognize Interdependency.
In Finland, teachers see themselves
as highly trained professionals
U.S. teachers are at a 25 year low with
39 percent rating themselves as “very
satisfied” (MetLife Study 2013)
• Michael Fullan, The Principal:
Three Keys to Maximizing Impact
•Why research and micromanage?
Time is better spent Leading
Teachers to LEARN, DISSEMINATE
KNOWLEDGE, and BE A CHANGE
AGENT
• Linda Darling-Hammond (2013)
states, “…expected to observe
teachers, mentor beginners,
coach those who need help,
document concerns and support
processes for those who
struggle…recommend dismissal
based on the assembled record
(p. 24).
…in addition to other functions for
leadership, expertise, and
accountability.
Principals are frustrated by the lack
of professional training of their
evaluators, deficient instrument
designs, improper measurement
criteria, and observations
• When researchers asked, “What
effect, if any has your experience with
evaluation had on your belief about
your performance?
• 74% felt the evaluation process did
not work (McMahon, Peters, and
Schumacher)
One principal exclaimed…
• “My evaluations HAVE NOT reflected
the amount of work I have done nor
the quality. I have to believe in myself
and value the work I have done
without receiving the compliments or
adequate evaluations from my
supervisors.” (McMahon, et al.)
• Evaluations were originated from corporate
culture, however schools are Communities
whereby people are more intimately
connected.
• Communities influence goals, habits,
perceptions, and their effects are long
lasting into people’s lives.
Motivated by desire to be part of something
more substantial
Morale can be contagious and more long
lasting
We will… ₁₀ ₁₁
•Develop All Stakeholders
•Help Individuals Find Their
Talents
•Demonstrate Humility
•Target Student Achievement as
a Type of Knowledge or Skill
• Peer Assistance and Review (PAR),
started over 30 years ago and is used in at
least 13 states
• Highly expert mentor teachers train
under the principal as evaluators and
coaches
• Recommendations are based on
evidence
• Principal Effectiveness “I can do it and I
want to do it” ethic comes from the
principal who protects …
• Instructional Time and Develops
Learning Communities (Marzano, et al.)
• This is a Top-down Strategy for
Administrative Support, Appropriate
Structure, and Monitoring
• Administrative Support – begins
with Needs Assessment
• Communication of Expectation
• Planning and Budgeting
Resources
•Research-based efficacy
•Promotes collaborative efforts
•Enhances reflective practice
•Bolsters initiative and skills
•Overall positive cultural change
•Facilitates the client to find
their own means to advance
•Not all clients are “willing”
•Probe, Plan, Timeline
•Client is Accountable
•Mentors are Models
•Responsibility is on the mentee
to learn
•Could be one-way
•Mentor has no risk in the
relationship
•Sponsors open doors
•They give support
•Reciprocal Relationship
•Potential risk to the sponsor’s
reputation
• Voluntary engagement in reflection
and learning
• Develops customized PD plan
• Guided use of data and
measurement
• Goals are personalized with
benchmarks and interventions
• Regular visits and adjustments to
goals
• It is the most commonly adopted structure at this time.
• Teaching is divided into 22 components ( and 76 smaller
elements) clustered into 4 domains of responsibility (The
Danielson Framework website)
Prepare a plan
Select objectives or activities for review
Determine observation times and places
Observe and collect multiple data points
Analyze data and provide feedback
Summarize and interpret collected observed
data
Report results, target achievement,
recommend further PD 7 steps per
Ubben, et al.
Help! I have a sick school! Principal and Teacher Evaluations Can Heal
Help! I have a sick school! Principal and Teacher Evaluations Can Heal
Help! I have a sick school! Principal and Teacher Evaluations Can Heal

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Help! I have a sick school! Principal and Teacher Evaluations Can Heal

  • 1. Principal and Teacher Evaluations Can Heal …and they can also hurt. Susan Labadi SusanLabadi.com
  • 2.
  • 3.
  • 4.
  • 6. • 87% of 600 Chicago public schools did NOT give an Unsatisfactory rating of teachers • Yet, 10% of the schools were considered Failures • Only 0.3% were rated Unsatisfactory while • 93% of the 25,000 teachers rated “Excellent” or “Superior” (Toth 2008)
  • 8. • Value Added Measure-Compared student learning between two points in time However, Marzano and Toth (2013) found VAMS and teaching skill may not correlate. Therefore, they can be inaccurate measures of
  • 9. 1. Measure student growth in Multiple Ways 2. Data from Multiple Observations and Multiple Evaluations 3. Evaluations should also include Planning Stage before Teaching 4. Evaluations are to provide Accurate Distribution of Abilities and Foster Teacher Development 5. The Evaluation Process should Enhance Teachers’ Skills 6. Evaluations for Teachers and their Education Leaders should Recognize Interdependency.
  • 10. In Finland, teachers see themselves as highly trained professionals U.S. teachers are at a 25 year low with 39 percent rating themselves as “very satisfied” (MetLife Study 2013)
  • 11. • Michael Fullan, The Principal: Three Keys to Maximizing Impact •Why research and micromanage? Time is better spent Leading Teachers to LEARN, DISSEMINATE KNOWLEDGE, and BE A CHANGE AGENT
  • 12. • Linda Darling-Hammond (2013) states, “…expected to observe teachers, mentor beginners, coach those who need help, document concerns and support processes for those who struggle…recommend dismissal based on the assembled record (p. 24).
  • 13. …in addition to other functions for leadership, expertise, and accountability. Principals are frustrated by the lack of professional training of their evaluators, deficient instrument designs, improper measurement criteria, and observations
  • 14. • When researchers asked, “What effect, if any has your experience with evaluation had on your belief about your performance? • 74% felt the evaluation process did not work (McMahon, Peters, and Schumacher) One principal exclaimed…
  • 15. • “My evaluations HAVE NOT reflected the amount of work I have done nor the quality. I have to believe in myself and value the work I have done without receiving the compliments or adequate evaluations from my supervisors.” (McMahon, et al.)
  • 16. • Evaluations were originated from corporate culture, however schools are Communities whereby people are more intimately connected. • Communities influence goals, habits, perceptions, and their effects are long lasting into people’s lives.
  • 17. Motivated by desire to be part of something more substantial Morale can be contagious and more long lasting
  • 18. We will… ₁₀ ₁₁ •Develop All Stakeholders •Help Individuals Find Their Talents •Demonstrate Humility •Target Student Achievement as a Type of Knowledge or Skill
  • 19. • Peer Assistance and Review (PAR), started over 30 years ago and is used in at least 13 states • Highly expert mentor teachers train under the principal as evaluators and coaches • Recommendations are based on evidence
  • 20. • Principal Effectiveness “I can do it and I want to do it” ethic comes from the principal who protects … • Instructional Time and Develops Learning Communities (Marzano, et al.) • This is a Top-down Strategy for Administrative Support, Appropriate Structure, and Monitoring
  • 21. • Administrative Support – begins with Needs Assessment • Communication of Expectation • Planning and Budgeting Resources
  • 22. •Research-based efficacy •Promotes collaborative efforts •Enhances reflective practice •Bolsters initiative and skills •Overall positive cultural change
  • 23.
  • 24. •Facilitates the client to find their own means to advance •Not all clients are “willing” •Probe, Plan, Timeline •Client is Accountable
  • 25. •Mentors are Models •Responsibility is on the mentee to learn •Could be one-way •Mentor has no risk in the relationship
  • 26. •Sponsors open doors •They give support •Reciprocal Relationship •Potential risk to the sponsor’s reputation
  • 27. • Voluntary engagement in reflection and learning • Develops customized PD plan • Guided use of data and measurement • Goals are personalized with benchmarks and interventions • Regular visits and adjustments to goals
  • 28. • It is the most commonly adopted structure at this time. • Teaching is divided into 22 components ( and 76 smaller elements) clustered into 4 domains of responsibility (The Danielson Framework website)
  • 29. Prepare a plan Select objectives or activities for review Determine observation times and places Observe and collect multiple data points Analyze data and provide feedback Summarize and interpret collected observed data Report results, target achievement, recommend further PD 7 steps per Ubben, et al.